Minds stayed on freedom: Politics and pedagogy in the African-American freedom struggle.

Autor/in	Perlstein, Daniel
Titel	Minds stayed on freedom: Politics and pedagogy in the African-American freedom struggle.
Quelle	In: American educational research journal, 39 (2002) 2, S. 249-277Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312039002249
Schlagwörter	Erziehung; Demokratische Bildung; Alternativschule; Ethnische Erziehung; Curriculumreform; Bürgerinitiative; Demokratie; Grundrechte; Menschenrechte; Rassenintegration; Segregation; Soziale Bewegung; Ethnische Gruppe; Afroamerikaner; Schwarzer; USA
Abstract	To examine how analyses and visions of American society shape the appeal of progressive pedagogy, this article focuses on the evolution of political and educatio-nal ideas among African-American civil rigbts activists who created alternative schools for black children in the 1960s and 1970s. Activists developed, abandoned, recreated, and again abandoned open-ended, progressive approacbes to the study of social and political life.The curricular shifts mirrored sea changes in the broader African-American freedorn struggle. Rarely have Americans demanded with such insistence that education serve democratic purposes. The article concludes tbat support for progressive pedagogy depends on the expectation that students will be able to participate fully in the promise of civic life. The history of the freedom and liberation schools developed by. Black activists suggests that no curricular project can fundamentally transform knowledge and its distribution if it is not part of a process of transforming social relations as well. (DIPF/orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2003_(CD)